Student Teaching Evaluation of Performance (STEP)

Template

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Table of Contents

STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3

STEP Standard 2 - Writing Standards-Based Measurable Objectives and the
Learning Goal............................................................................................................4
STEP Standard 3 - Assessment and Data Literacy....................................................5
STEP Standard 4 - Unit and Lesson Planning...........................................................7
STEP Standard 5 - Implementation of Instructional Unit.......................................11
STEP Standard 6 - Analysis of Student Learning...................................................12
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............14

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and
implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you
will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors,
you will be able to strategically meet the overall needs of your students. In the first two weeks of
student teaching, you should focus on learning about the students you will be working with.

Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Learning Management
System (LMS).

Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part II
After completing the e-doc portion, submit the PDF you receive into the Learning Management
System (LMS).

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1
 Note: Closing your internet browser before the signing process is completed will
result in a loss of your work. If you will be completing this document in multiple
sittings, it is highly recommended to save and back up your work on another
document.  When you are ready to make your final submission, copy and paste your
responses into this document. The data from this electronic document will not be
saved until you complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign,” and
entering your email address. 
 An initial email will be sent to you to confirm your email address. 
 A completed copy of the document will be emailed to you within minutes of
confirming your email address.
3. After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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STEP Standard 2 - Writing Standards-Based Measurable Objectives
and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the
lesson’s specific learning objectives. Goals and objectives should be aligned not only to
standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The
standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your
mentor teaching on this STEP.

Unit Topic: Plants and Animals Helping One Another

Unit Title: Relationships between plants and animals.

National or State Academic Content Standards: 2.RL.1 Asking and answering questions

Learning Goal: Students will be able to ask and answer questions of who, what, where, when,
why and how to identify key details.

Measurable Objectives: The students will complete a worksheet that calls them to ask and
answer questions of fiction text. Students will be able to make inferences and predictions based
on answers to their questions. This will be done within a week.

If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.

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STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can
be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.
1. What are some questions you ask while reading a text?

2. Why do we ask questions while reading?

Scoring Criteria:

 Highly Proficient: Both questions correct mean the student is in full understanding of the

reading strategy.

 Proficient: The student has one question correct and half of the other question correct.

This can look like a student answering the first question correct and a student attempting

the second one. They may have answers such as readers need to ask questions because

the author wants them too or it helps one become a better reader.

 Partially Proficient: One question was answered correctly.

 Minimally Proficient: None of the questions were answered correctly.

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 Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Highly Proficient (90%-100%) 3

Proficient
(80%-89%) 5

Partially Proficient
(70%-79%) 8

Minimally Proficient
(69% and below) 6

Pre-Assessment Analysis: Whole Class

The class completed the pre-assessment in their reading journals. The questions were displayed, and

students recorded their answers. Before students began answering, explanations were given on answering.

This was done in whole class settings.

Most students had trouble answering number one. Students were able to recall the reading strategy

but couldn’t efficiently recall the meaning. This means majority of students were able to answer number

partially or fully. Although this was the case, more students scored below proficient. Since students

scored below proficient, a lesson on asking and answering questions was necessary.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

1. What question can you ask that helps you understand the setting?

2. When should you answer questions when reading?

3. Can you make predictions after asking questions in a story?

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 4. Why do we ask and answer questions?

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 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.

Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in
the STEP process.

Grade Level: Second Grade

Unit/Subject: ELA

Day 1 Day 2 Day 3 Day 4 Day 5

National/State 2.RL.1 2.RL.1 2.RL.3 2.RL.2 2.RL.1
Learning RF.2.4a RF.2.4a 2.RL.6 RF.2.4a 2.RL.2
Standards RF.2.4b RF.2.4b RF.2.4a RF.2.4b 2.RL.3
List specific grade- RL.2.2 RL.2.2 RF.2.4b RL.2.2 RF.2.4a
level standards that RL.2.2 RF.2.4b
are the focus of the RL.2.2
lesson being
presented.
Specific Learning Students will build Students will complete Students will show Students will identify Students will complete
Target(s)/Objective background on a text by KWL chart to show understanding of the lesson of the text a short comprehension
s Based on state completing a KWL comprehension. characters by reading given in the story standard test to
standards, identify chart. Students will ask Students will continue dialogue aloud. through group demonstrate full
what is intended to be and answer questions to ask and answer Students will collaboration. understanding.
measured in learning.

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 demonstrating questions to prove understand point of
comprehension of a comprehension. view of characters by
text. journaling own personal
reactions.

Academic  KWL chart  KWL chart  Characters  Lesson or moral  Comprehension

Language General  Asking  Asking  Point of view  Main idea  Test
academic vocabulary  Answering  Answering  Dialogue  Supporting  Point of view
and content-specific
 Questions  Questions  Quotation details  Characters
vocabulary included in
the unit.  Who  Who marks  Setting
 What  What  Journals  Asking and
 Where  Where  Personal answering
 When  When reactions questions
 Why  Why  Dialogue
 How  How  Quotation
 Setting  Setting marks
 Characters  Characters
 Main idea  Main idea
 Inferences  Inferences
 Predictions  Predictions
 Crocodile  Crocodile
 Crocodile bird  Crocodile bird

Unit Resources,  Notebooks  Notebooks  Anthology  Large  Comprehension

Materials,  Pencil  Pencil  Notebooks whiteboard test
Equipment, and  Desks  Desks  Pencil  Dry erase  Anthology
Technology  Dry erase  Dry erase  Face partner markers/erasers
List all resources, markers/eraser markers/eraser  Anthology
materials, equipment,
 Anthology  Anthology  Timer
and technology to be
used in the unit.  Whiteboard  Whiteboard
 SmartBoard  SmartBoard

Depth of  Level 1: What are  Level 1: What are  Level 1: Do  Level 1: What is a  Level 1: What is

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Knowledge Lesson some questions you some questions you characters talk in lesson or moral? the lesson in the
Questions can ask while can ask while this story?  Level 2: What story?
What questions can be reading? reading?  Level 2: What are lesson is the story  Level 2: How do
posed throughout the  Level 2: Can you  Level 2: Can you quotation marks? talking about? you know someone
lesson to assess all ask a question about ask a question about  Level 3: How do  Level 3: Why is the is talking in a story?
levels of student
the story before the story before you know what story teaching you  Level 3: How does
understanding?
reading? reading? character is talking? this lesson? asking questions
 Level 1: Recall
 Level 2:  Level 3: What  Level 3: What  Level 4: How  Level 4: When was help readers?
Skill/Concepts question can you question can you would you react a time you had to  Level 4: If you
 Level 3: Strategic ask that helps you ask that helps you differently in the follow this were a character
Thinking understand the understand the story? particular lesson? how would you act
 Level 4: Extended setting? characters? in the story?
Thinking  Level 4: At this  Level 4: Can you
stopping point, can ask a question after
you make a reading the story?
prediction by asking
a question?

Anticipatory Set Students will browse Students will Students will watch a Students will watch a Students will use five
How will students’ the story to build summarize the first video on reading video on Tortoise and finger summary to
prior knowledge be background knowledge. half of the story. dialogue before close the Hare so they can summarize the story to
activated as well as They will watch a video Students will review reading. identify the moral. begin review.
gain student interest in on asking and question starters of
the upcoming content?
answering questions. who, what, where,
when, why and how.
Presentation of Content
Multiple Means of Students will browse KWL will be presented Students will partner The story will be Students will exhibit
Representation the story and begin a on SmartBoard and read dialogue in the reviewed in whole understanding by doing
Describe how content KWL chart. KWL will answers will be shared story after group discussion. a ten-question
will be presented in be presented on through think-pair- understanding how to Students will close read standardized test. Test
various ways to meet SmartBoard and share. Students will read dialogue. Students and work in groups to will be done in whole
the needs of different answers will be shared write questions on will journal personal identify the lesson or group.
learners.
through think-pair- desk as well as reactions after moral given in the
share. Students will answers. understanding story. Answers will be
write questions on character’s reactions. shared using
desk as well as whiteboards.

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 answers.

Multiple Means of  English  English  English  English  English

Representation Language Language Language Language Language
Differentiation Learners: These Learners: These Learners: These Learners: These Learners: These
Explain how materials students will students will students will students will students will
will be differentiated follow along follow along work with receive additional have a shortened
for each of the using the using the readers that can explanation assignment. They
following groups: SmartBoard to SmartBoard to lead and help before being will follow along
 English the best of their the best of their them through broken into in whole group.
Language ability. They will ability. They will reading. They groups. They will If these students
Learners use use will be closely be placed with need extra
(ELL) communication communication monitored so helpful students. instruction, they
 Students with in think-pair- in think-pair- they can receive  Students with will receive it.
special needs share and follow share and follow appropriate help. special needs:  Students with
 Students with prompted prompted They will be special needs:
gifted questions when questions when  Students with placed with These students
abilities writing on desks. writing on desks. Special Needs: helpful students. will receive a
Early finishers (those  Students with  Students with These students They will shortened
who finish early and Special Needs: Special Needs: will participate to contribute ideas assignment. They
may need additional These students These students the best of their orally. They will will follow along
sources/support) will have will have ability. They will be expected to in whole group
shortened shortened be paired with help share ideas and can silent
helpful readers. instead of read when their
expectations and expectations and
They will be writing. They can portion is
will do much of will do much of
asked to read two receive extra completed.
their their
lines only while instruction if  Students with
participation participation their partner will needed. gifted abilities:
orally. They will orally. They will read aloud the  Students with These students
be allowed be allowed majority of lines. gifted abilities: will follow along
further further They will journal These students in whole group.
explanations and explanations and one to two will be expected They will have
will be placed will be placed sentences to be helpful two bonus
next to helpful next to helpful regarding their within their questions at the
students. students. reactions. groups. They will end of the
 Students with  Students with  Students with contribute ideas assessment.
gifted abilities: gifted abilities: gifted abilities: and prep their
These students These students These students group to share
will be expected will be expected will be allowed ideas.
to read dialogue

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 to silent read if to silent read if aloud to help
they are finished they are finished provide examples
early. In some early. In some to the class. They
cases, they may cases, they may will be placed
assist other assist other with students that
students who students who need help with
need help. If need help. If their reading
time permits, time permits, skills. If they are
they will be they will be finished
journaling early
asked questions asked questions
they will silent
that cause them that cause them
read until the end
to think deeper. to think deeper. of lesson.

Application of Content
Multiple Means of Students will browse Students will complete Students will be The lesson will begin In whole group, the
Engagement the story and complete KWL chart and introduced to dialogue, with the story being story will be reviewed
How will students part of a KWL chart. continue to use think- quotation marks and reviewed in whole as well as reading
explore, practice, and Students will use think- pair-share. Students other factors of dialogue group. In whole group, strategy, characters and
apply the content? pair-share when will complete entire in whole group students will practice morals. Students will
generating ideas. Ideas KWL chart. discussion. Students close reading various use whiteboards to
will then be shared on a will listen to examples paragraphs aloud. write down possible
SmartBoard for them to given from the teacher Students will then break answers while
copy onto charts. of examples of into small groups and reviewing. Students will
dialogue. Then they will discuss moral of the then take the test.
practice reading story. Students will
dialogue in various write down their idea of
voices and practice the moral and share
identifying who is their answers.
talking in the story.
Students will then break
into partners to
practice reading
dialogue.

Multiple Means of  English  English  English  English  English

Engagement Language Language Language Language Language
Differentiation Learners: These Learners: These Learners: Learners: Learners:

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Explain how materials students will students will Students will Students will Students will
will be differentiated follow along in follow along in follow along in follow along in follow along in
for each of the whole group whole group whole group. In reading in whole whole group
following groups: discussions by discussions by partner work, group. They will review. They will
 English using the using the these students be placed in receive a
Language SmartBoard. SmartBoard. will follow their groups that allow shortened test
Learners Students will be Students will be partner’s lead. If them to receive based on their
(ELL) able to copy the able to copy the they need extra help in ability.
 Students with KWL chart. KWL chart. instruction, it will communicating
special needs  Students with  Students with be permitted. ideas.  Students with
 Students with special needs: special needs:  Students with  Students with special needs:
gifted All necessary All necessary special needs: special needs: They will follow
abilities accommodations accommodations These students They will along in whole
Early finishers (those will be made. will be made. will follow along follow along in group review.
who finish early and Students will Students will in whole group whole group Students will
may need additional copy answers to copy answers to discussion. They have appropriate
reading and
sources/support) the best of their the best of their will be partnered accommodations
ability. ability. with helpful discussions. for their testing.
 Students with  Students with students. They They will be  Students with
gifted abilities: gifted abilities: will be expected placed in gifted abilities:
These students These students to read two groups Students will
will follow along will follow along  Students with strategically follow along in
and contribute in and contribute in gifted abilities: that will benefit whole group
whole group. whole group. These students them. review. They will
They will silent They will silent will have the  Students with also silent read
read if finished read if finished opportunity to gifted abilities: when finished
early. early. assist their These students answering a
partners in will assist their question.
reading and group members
identifying in
dialogue. communicating
ideas.
Assessment of Content
Multiple Means of Students will point as Students will point as The students will point Students will point and Review will be done
Expression they are reading the they are reading the while they are reading. use thumbs up when using whiteboards so
Formative and story. Students will use story. Students will use Students will use reading in whole group. students will hold up
summative thumbs up or down thumbs up or down thumbs up when they Students will use their boards when they
assessments used to when writing for their when writing for their are reading with their thumbs up when they have answered. The test
monitor student KWL and on their KWL and on their partners. When students are ready to share in will be done in whole

© 2020. Grand Canyon University. All Rights Reserved. Page 13 of 22

progress and modify desks. Students will desks. Students will finish journaling, they their groups. group so students will
instruction. follow think-pair- follow think-pair- will begin silent show thumbs up when
share procedures when share procedures when reading. they have answered.
sharing ideas. sharing ideas.
Multiple Means of  English  English  English  English  English
Expression Language Language Language Language Language
Differentiation Learners: Learners: Learners: Learners: Learners:
Explain how materials Students will Students will Students will Students will Students will
will be differentiated participate to participate to participate to participate to participate to
for each of the the best of their the best of their the best of their the best of their the best of their
following groups: ability when ability when ability when ability when ability when
 English
using nonverbal using nonverbal using nonverbal using nonverbal using nonverbal
Language
Learners cues. cues. cues in partners. cues in their cues.
(ELL)  Students with  Students with  Students with groups.  Students with
 Students with special needs: special needs: special needs:  Students with special needs:
special needs Appropriate Appropriate Appropriate special needs: Appropriate
 Students with accommodation accommodation accommodation Appropriate accommodation
gifted s will be made s will be made s will be made accommodation s will be made
abilities for these for these for these s will be made for these
Early finishers (those students. They students. They students. They for these students. They
who finish early and will participate will participate will participate students. They will participate
may need additional in nonverbal in nonverbal in nonverbal will participate in nonverbal
resources/support)
cues to the best cues to the best cues to the best in nonverbal cues to the best
of their ability. of their ability. of their ability. cues to the best of their ability.
 Students with  Students with  Students with of their ability.  Students with
gifted abilities: gifted abilities: gifted abilities:  Students with gifted abilities:
These students These students These students gifted abilities: These students
will participate will participate will participate These students will participate
constructively constructively constructively will participate constructively
in whole group in whole group in whole group constructively in whole group
lessons. lessons. lessons. in whole group lessons.
lessons.

Extension Activity and/or Homework

Identify and describe This reading strategy This reading strategy Students will practice Students will view Students will answer
any extension will be practiced will be practiced dialogue in short reads videos and discuss bonus questions if

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activities or homework throughout the school throughout the school throughout the week. lessons that come about. permissible.
tasks as appropriate. year with different year with different
Explain how the texts. An appropriate texts. An appropriate
extension activity or homework assignment homework assignment
homework assignment
for students would be to for students would be to
supports the learning
targets/objectives. As
add questions to their add questions to their
required by your weekly homework weekly homework
instructor, attach any reading log. reading log.
copies of homework at
the end of this
template.

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STEP Standard 5 - Implementation of Instructional Unit
You will implement all lesson activities, correlating formative assessments and the summative
post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment,
review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording
and provide feedback, if possible.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

Video Recording Link: https://youtu.be/yig2YFwmR8M

Summary of Unit Implementation:

In this video, students were browsing the text and prepping for asking and answering questions.

Throughout the lesson, students will write down questions and share their answers. Students will be asked

if their questions are relevant to the story in order to keep questions relevant.

Summary of Student Learning:

Students practice on using questions that focus on setting and characters. Students also practice

answering their questions. In the lesson, predictions and inferences were made through questions asked.

Reflection of Video Recording:

Students were able to understand the reading strategy and how it helped them dive deeper into the

story. Students were able to use their questions for clarification on the story. The question starters made a

large impact on student understanding. Through proximity I was able to help students who were in need

and needed one on one instruction. By using nonverbal cues, it was easy to see how students were moving

along within the lesson.

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STEP Standard 6 - Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test

Highly Proficient 3 5
(90%-100%)
Proficient
5 9
(80%-89%)
Partially Proficient
8 5
(70%-79%)
Minimally
Proficient 6 3
(69% and below)
Post-Test Analysis: Whole Class
Based on your analysis of the whole class post-test data, what is your interpretation of the
students learning? Cite examples and provide evidence of student learning that helped you come
to this conclusion.
Student learning of asking answering questions was a concept most students understood.

Most students scored under proficient by only missing one questions. Number two was missed the

most. Through collaboration, this question was missed because it was not directly discussed in the

lesson with the students. Majority of students understood the concept because they applied the

strategy to reading in the lesson.

Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.
The post-test data showed that majority of students had a grasp on the reading strategy.

Students have more opportunities to practice on the strategy, so it is an even foundational skill.

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 The lesson effectiveness shows that students still need improvement in practicing the skill. This

was apparent in the lesson as students need assistant in creating questions. Once students received

one on one help, they were able to use the strategy effectively.
Post-Assessment Analysis: Subgroup Selection
Using the information obtained in Standard 1(Student Academic Factors section), select one
subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-
3 sentences).
The subgroup consists of students with IEPs. There are a mix of Native American and

Hispanic students. The IEPs range from speech to minutes in academics. There is a total of five

students.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient 0 1
(90%-100%)
Proficient
1 2
(80%-89%)
Partially Proficient
3 1
(70%-79%)
Minimally
Proficient 1 1
(69% and below)
Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.
The student learning in the subgroup shows progression. Students in this subgroup need extra

instruction and direction when maneuvering classroom things. These students do receive additional

accommodations and extra help. They may progress at a slower pace, but it has happened after this lesson.

One student struggle with reading and writing. Partially proficient students were able to grasp and answer

accordingly. One student was able to totally grasp the concept.

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 Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.
In this case of student learning it was mostly effective. In whole group learning students were able

to keep up due to teacher assistant and student help. In the case of the assessment these students received

shorter assignments based on accommodations. For two students, the test was given orally during the

whole group test taking. In the future, these students will receive a chart with good questions to ask while

reading. Their focus of assessment will be focused on comprehension through asking questions rather than

the purpose of the strategy.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 3 4
(90%-100%)
Proficient
4 7
(80%-89%)
Partially Proficient
5 4
(70%-79%)
Minimally
Proficient 5 2
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the finding from your analysis.
In regard to the remainder of the class their progress was more noticeable. Students were able to

make connections and with the strategy and its purpose. Students struggled with understanding when

questions need to be asked. Although students know how to do the reading strategy, they don’t quite get

they are practicing the strategy. This means students need more rigor within the lesson to help strengthen

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 their knowledge base.
Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
The next steps of instruction will consist of students practicing the skill before, during and after

reading. In order to add more rigor for the strategy, steps for asking and answering questions will be

implemented. For example, students will learn when to stop and ask questions. Students will look for clues

such as characters, setting and clarification portions of reading.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress

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Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Adding rigor to lessons The plan to reach this goal would use
research on the internet to find ways to add
rigor. These ideas will be included in lesson
plans so they can be executed the correct
way.

2. Challenge higher level students
The plan to reach this goal is to ask veteran
teachers for ways to help. I would use higher
order questions that are formulated with
veteran teacher and find ways to implement
them.

3. Engagement Plan In order to improve engagement, I will

research ways to implement learning
strategies. The strategies will be fit to reach
students level that help lessons move
smoother.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is
prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:
Long-Term Goal: Improve student learning
Rationale: Why did you choose this goal? How This goal is focused on students and is
do you expect it to improve the outcomes of your measurable through evaluations and testing.
future students? This means that lessons are effective and are
tailored to student’s needs. This is a transition
from surviving in the classroom to being an
effective teacher.
End Date: By when do you expect to accomplish This goal can take a few years to reach. I plan
this goal? to start seeing results by the end of next
school year.

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 Action Timeline: What steps will you take to
complete this goal, and by when will you take
them? Example:
1/31/18: Join AACTE
Resources: What resources are available to assist
you in accomplishing your goal?
© 2020. Grand Canyon University. All Rights Reserved.
Steps to reach this goal include evaluations
and testing scores. Students take three tests
that evaluate their learning. Teachers undergo
two evaluations.
8/2020: student testing
11/2020: evaluation one
12/2020: student testing
2/2021: teacher evaluation
4/2021: student testing
Resources that will be used are veteran
teachers, principal, data and research. If a
lesson is difficult in the classroom, I will ask
a veteran teacher for helpful tips. I will use
my principal through reflection and use
constructive criticism. I will use classroom
formative assessments to help learning.
Research will be done in areas that I need
help with.
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